Isaean 2012 cbo training module on networking and advocacy


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Isaean 2012 cbo training module on networking and advocacy

  1. 1. I n d o n e s i a M a l a y s i a P h i l i p p i n e s T i m o r L e s t e 2012 Training Module on Networking and Advocacy for Local CBOs ISEAN Secretariat ISEAN-Hivos Project Round 10
  2. 2. Training Module on Networking and Advocacy for Local CBOs 2012 1 INTRODUCTION ISEAN is the first sub-regional grouping of community representatives and organizations from Brunei Darussalam, Indonesia, Malaysia, the Philippines, Singapore and Timor Leste. This sub-regional grouping was envisaged at the ‘Risk & Responsibilities’ International Consultation on Male Sexual Health and HIV in Asia and the Pacific, held in New Delhi in late 2006,which lead to the formation of Asia Pacific Coalition on Male Sexual Health (APCOM). In August 2009, a consultation meeting ‘Insular Southeast Asia Consultation on Male to Male Transmission of HIV’ was held in Bali, Indonesia in the lead up to the 9th International Congress on AIDS in Asia and the Pacific (ICAAP). An unanimous vote among community representatives at this consultation called for the creation of a MSM and TG network for Insular Southeast Asia. Interim focal points were appointed for each member country. ISEAN has appointed community delegates to represent the Insular Southeast Asia region on APCOM’s Governing Board. ISEAN has long worked to ensure that community-level advocacy is prioritized as a key element in the development of strategic responses to Health Rights. Recognizing that many national responses remain inadequate in the ISEAN region, particularly in respect to communities most affected by HIV and AIDS, ISEAN initiatives is focusing its efforts on capacity building and advocacy. In late 2009, ISEAN decides to submit a GFATM application for Round 10. The decision was based on: Four out of the 6 countries in ISEAN are eligible for Global Fund grants (Indonesia, Malaysia, Philippines, Timor Leste); combining the most populous countries in the region. Submitting a joint proposal encourages collaboration and information exchange between stakeholder throughout the region. Each of the four countries has commonality in terms of shared culture, history, migratory patterns and epidemiology of the HIV epidemic within MSM and TG populations. The main goals of ISEAN proposal is to reduce: the vulnerability and risks of MSM and transgender (TG) to HIV infection, and the impact of HIV and AIDS on their lives in Insular Southeast Asia ISEAN selected Hivos Foundation (Regional Office of Southeast Asia - ROSEA) as a program implementation partner. Hivos was confirmed at the Principal Recipient for our initiative in Oct 2011. While almost all countries in Asia Pacific have in place national AIDS plans, the epidemic continues to outpace the response, even with 90% of countries worldwide reporting to have a multi-sectoral framework in place0 . Are these frameworks and the actions and policies developed with the full participation of the very people they are intended to help – those most affected by HIV and AIDS and the organizations that represent and assist them? NGOs and CBOs usually work ‘on-the-ground’ with both HIV positive and affected persons and communities. These organizations have direct access to the experiences of their constituencies and firsthand knowledge on how policies affect program initiatives and the lives of their clients. While NGOs and CBOs are conscious they hold valuable information and data that could better inform policy makers and be utilized to develop policies at the organizational and national level, they often lack the specific skills or experience to do so effectively. This toolkit, written by HIV and training for trainers, provides
  3. 3. Training Module on Networking and Advocacy for Local CBOs 2012 2 ways to teach effective advocacy skills to program managers, program staff and the community. Furthermore, this toolkit will assist in advocacy planning while giving a framework to increase the effectiveness of advocacy through planning, monitoring, evaluation and reporting. Furthermore, it is crucial that people living with and affected by HIV/AIDS be involved in a meaningful way in the development of services and policies that directly have an effect on them. Participating in advocacy for their rights and helping to frame policies to improve the environment for more and better HIV interventions and AIDS services provides one of the best ways for this involvement. Borrowing from the early days of the now famous grassroots AIDS advocacy ‘movement’ called ACT UP (AIDS Coalition to Unleash Power) that popularized slogans such as Silence = Death and Action = Life, it would be great if to add Advocacy = Empowerment. Implementation of the activities taught by this toolkit should result in advocacy from the ground up in ways that will create far reaching changes to improve, among other things, the access that people living with HIV and AIDS and their loved ones to have to a better life. 0 UNAIDS. Report on the Global Response to AIDS Epidemic 2006, 5th Global Report. UNAIDS. Geneva. 2006.
  4. 4. Training Module on Networking and Advocacy for Local CBOs 2012 3 ACKNOWLEDGEMENT Based on the ISEAN-Hivos proposal time, the working group of the proposal has decided to develop a training module combining the networking and advocacy together. This is in related to documents and references that are already available in Southeast Asia and global, especially from the technical provides such as International HIV/AIDS Alliance and Asia Pacific’s own APCASO. The Training Module on Networking and Advocacy for Local CBOs is a collaborative effort. It has involved a diverse group of people, each of whom generously shared the experiences they have gained from working with community-based organizations who provide HIV services ‘on the ground’. We thank Dr. Zaki Arzmi for writing and refining the toolkit. Dr. Zaki was also the lead trainer in the original workshops and we are highly appreciative of her thoughtful approach in their design and delivery. Her skills and knowledge in effectively working with community members and HIV/AIDS NGO staff ensured that these workshops were tailored to meet local CBO contexts and that the program reflected HIV/AIDS work ‘on the ground’. We thank all those whose previously published work was used as reference materials in the development of this toolkit, especially the International HIV/AIDS Alliance and APCASO. We thank all focal point organizations, collaborators and participants in the networking and advocacy workshops, particularly those from Indonesia, Malaysia, the Philippines and Timor Leste as initial developers and users, who helped us to further refine the Networking and Advocacy Training Module. A special thank you goes out to the ISEAN Board Members who also is able; even though with their busy schedule to participate in this workshop. This workshop was conducted in October 2012, in Jakarta, Indonesia, organized by ISEAN Secretariat and ISEAN-Hivos Project-PMU. The ISEAN-Hivos Networking and Advocacy Training Module would not have been possible without the financial support by the Global Fund to fight AIDS, Tuberculosis and Malaria provided through multi- country proposal ISEAN-Hivos Project Global Fund Round 10 as part of the Community System Strengthening proposal. We would like to thank Harry Prabowo, Francis Oliver Sison, Mariluz Tejarez and Rui Carvalho for their guidance in the earlier versions of the toolkit and gave their invaluable time proof-reading this publication. Last but not least, we would like to thank all of who will use, adapt and further build on this Training Module on Networking and Advocacy for Local CBOs. We invite all of you to continue to share your experiences and knowledge with ISEAN and ISEAN-Hivos Project now and into the future. Mohamad Shahrani bin Mohamad Tamrin Regional Program Manager ISEAN Secretariat November 2012
  5. 5. Training Module on Networking and Advocacy for Local CBOs 2012 4 CONTENTS Introduction 1 Acknowledgement 3 Module 1 : Advocacy Defined 5 Module 2 : Why Advocacy 6 Module 3 : Purpose of Advocacy and Target Audience 7 Module 4 : Aims, Objectives and Activities 9 Module 5 : Purpose of Advocacy and Target Audience 11 Module 6 : Introduction to Effective Advocacy 16 Module 7 : Steps for Advocacy Planning 18 Module 8 : Advocacy Action Planning 21 Module 9.1: Advocacy Action Tools - Evidence Based Advocacy Policy 25 Module 9.2: Advocacy Action Tools - Media Advocacy 31 Module 9.3: Advocacy Action Tools - Advocacy Communication Skills 34 Module 10 : Definition of Network and Networking and its Benefits 38 Module 11 : Challenges and Building Sustaining Network 40 References 42
  6. 6. Training Module on Networking and Advocacy for Local CBOs 2012 5 Module 1: Advocacy Defined Key Learning Outcomes At the end of the session, the participants should be able to define and understand advocacy. Time 30 minutes Tools / Slides Materials (meta cards, markers) PowerPoint slides on sample definitions of Advocacy Process 1. The facilitator writes on the board or flashes on the screen the word “Advocacy” 2. The participants will be asked the question: “What word or phrase comes first into your mind when you see the word Advocacy?” 3. Each participant will have to answer using a meta card. One idea per meta card shall be emphasized. 4. The facilitator will then process the outputs and group them accordingly, taking into account common words 5. In plenary, the elements/components of an advocacy will be drawn out from the participants based on their responses 6. The facilitator will then ask the participants to define Advocacy based on the elements/components given by the participants 7. Flash sample definitions and ask the participants to compare their definition with the samples provided. 8. Let the participants finalize, if needed. Note for facilitators Ensue that the elements/components of advocacy such as target audience, activities, purpose, among others will come out in their definition.
  7. 7. Training Module on Networking and Advocacy for Local CBOs 2012 6 Module 2: Why Advocacy Key Learning Outcomes  Participants able to share their ideas and opinions about the information they received from the video.  Participants able to identify what are the reasons for advocacy to be implemented.  Participants able to share why advocacy is needed to be implemented. Time 45 minutes Tools / Slides  Short Video (  Powerpoint presentation  Flipchart / Pen Process  Video showing about advocacy  Facilitator asks the audience’s opinions (brainstorming) about the video  Powerpoint presentation  More discussion on the audiences’s opinions about the importance of advocacy  Last but not least, a summary sheet from the facilitator about this session Note for facilitators  Facilitators need to emphasize that stigma and discrimination towards MSM and TG are the causes why there isn’t any tendencious program or fund for these communities.  Facilitator needs to share the information based on the evidence/facts.  Facilitator also needs to know the importance of having partners in doing the advocacy works and networking.
  8. 8. Training Module on Networking and Advocacy for Local CBOs 2012 7 Module 3: Purpose Of Advocacy And Target Audience Key Learning Outcomes  Share their personal and organizational experiences on advocacy highlighting the purpose of their efforts.  Identify the target audience for specific advocacy agenda.  Determine appropriate targets for various types of advocacy.  Appreciate the purposes of advocacy. Time 1 hour Tools / Slides Slide presentation on Purpose of Advocacy and Target Audience Note pad and pen Flip chart LCD and laptop Role play instructions Process 1. Divide the group into small groups of 3 – 5. 2. Ask participants to assign a facilitator and a rapporteur in their group. 3. For 15 minutes, the group answers the ff. questions: a) “What are the advocacy activities that your organization has undertaken?” b) “Who were your target audience?” c) “Why did you do it? / Why do advocacy?” 4. After the small group sharing, the rapporteur will present the output of the group in the plenary. 5. The facilitator processes the results by highlighting the summary of purposes, types of advocacy and target audience of advocacy. 6. The facilitator then presents the slides on Purposes and Target Audience of Advocacy. 7. After the slide presentation, the facilitator asks each group to present in a role play (around SPICE) the assigned purpose of advocacy. 8. End the activity by soliciting the participants’ insights and lessons learned from the role play.
  9. 9. Training Module on Networking and Advocacy for Local CBOs 2012 8 Note for facilitators Share the purposes of Advocacy as summarized in the acronym: S – P – I – C – E Speak Up and speak for others Promote people’s rights (e.g. rights to health, rights to safety, sexual rights) Influence decision and policy makers Change the decision makers’ perception or understanding of the problems and issues / Control over own lives / Course of action to address pressing issues and problems Empower people/community and explore options Highlight the types of advocacy:  Policy advocacy – to influence policy and regulations directly.  Public advocacy – to influence behavior, opinion and practices of the public in order to influence groups and institutions that are involved in affecting change in policies  Community advocacy – to influence groups and institutions that are involved in affecting change in policies by working with affected communities to influence behavior and practices
  10. 10. Training Module on Networking and Advocacy for Local CBOs 2012 9 Module 4: Aims, Objectives and Activities Key Learning Outcomes At the end of the session, the participants should be able to:  Identify the aim, objectives and activities in a case study  Define aim, objectives and activities and explain their relationship and importance in advocacy planning Time 1 ½ hours Tools / Slides  Case study/ies (APCASO Understanding Advocacy Toolkit 1, p.43)  PowerPoint  Video: Process 1. Divide the participants into 4 or 5 groups 2. Let each group take a look at the case study (APCASO Understanding Advocacy Toolkit 1, p.43). 3. Provide each group a marker and a flip chart paper. Then each group shall identify the aim/goal, objective/s, and activity/ies in the case study given. 4. Presentation of the group work. 5. Facilitator process the output 6. Show the video. 7. Elicit participants’ opinions on the video and identify with them the issue being addressed by the advocacy in the video, the activities and the results. 8. Give a common definition of aim, objective and activities to make everyone at par. 9. Go through the video again with the participants, but this time identifying the goal, objectives and activities 10. Using the same grouping, each group shall think of any advocacy (preferably related to MSM, TG, and HIV/AIDS) done through their CBOs 11. Each group shall identify the aim, objectives and activities in the advocacy done 12. Presentation and critiquing Note for facilitators 1. Prepare 16 copies of the case study (APCASO Understanding Advocacy Toolkit 1, p.43) as handout 2. Ensure the availability of materials to be used (flip chart paper, etc.) 3. Ensure consistency of PowerPoint slides
  11. 11. Training Module on Networking and Advocacy for Local CBOs 2012 10 4. Show the video and after the video is shown, in plenary, ask the participants to describe the end result to further gauge their understanding. 5. Recap by presenting Slide #4 and highlighting the relationships of Aims, Objectives, and Activities and explain the relevance of Aims, Objectives and Activities in the planning and M&E of advocacy work Handout – Module 4 Case study: NGO in India challenges penal code provision on sodomy Note to facilitator: Select case studies according to local needs and issues. Choose examples that are close to the experiences of the participants whenever possible. AIDS Bedbhav Virodhi Andolan (ABVA), an NGO that campaigns against AIDS and in support of lesbian and gay emancipation, has filed a public interest petition with the High Court of Delhi challenging the constitutional validity of Section 377 of the Indian Penal Code, dating from the colonial era, which makes sodomy a criminal offence. Indian prison authorities have cited Section 377 as a justification for refusing to distribute condoms to prisoners. In 1992, the Inspector General of Prisons refused to supply condoms in India’s largest prison on the ground that homosexual activity was illegal. The court case has enabled ABVA to develop an extensive and successful public education campaign around the issues of the rights of prisoners and men who have sex with men. From An Advocate’s Guide to International Guidelines on HIV/AIDS and Human Rights, ICASO, 1999, pg. 6
  12. 12. Training Module on Networking and Advocacy for Local CBOs 2012 11 Module 5: Purpose Of Advocacy And Target Audience Key Learning Outcomes  Participants able to explain what is Advocacy, Information Education Communication (IEC), Community Mobilization (CM), Network and Partnership (N&P)  Participants able to identify the differences between advocacy, IEC, CM, and N&P  Participants able to categorize advocacy, IEC, CM, and N&P Time 90 minutes Tools / Slides  Meta-plan (Statement cards)  Case studies: - On Advocacy - IEC - On Community Mobilization - On Networking and Partnerships Process 1. Facilitator devide the participants into 4 different groups 2. Facilitator distribute one (1) case studies per group 3. Facilitator ask each group to discuss, identify and categorize each case study 4. Facilitator will ask participants to explain their answers 5. Facilitator clarify the answer for each case study and explain more details about the charactheristic of advocacy, IEC, CM, and N&P 6. Facilitator distribute the statement cards to participants for match making activity 7. Participants will be asked to match/place the statement cards ‘interventions table’ 8. Facilitator review the result, discuss it with the participants and clarify for more details if needed Note for facilitators  Facilitator needs to prepare the statement cards and place the intervention table before the match making activity  Facilitator should have his/her own key answers for the “match- making” activity  Facilitator should be able to create a percipitating discussion
  13. 13. Training Module on Networking and Advocacy for Local CBOs 2012 12 Handout – Module 5 Change-Seeking Community Intervention Matrix Advocacy IEC Community Mobilization Networking and Partnership Definition Action to lead to changes by influencing someone who can make changes. Information, Education and Communication Organizing community to take action Groups of people working together for a common goal What can it change Situation, Attitudes, Laws, Policies Awareness, behaviour, and common knowledge Capacity of communities to identify and address their problems Isolation and duplication Target People in position of influence such as leaders, policy makers, decision makers Population in general and or specific population (students, Gay and TG Groups, etc) Community Members Individuals or groups that have similar agendas Indicators of success The changes of Situation, Attitudes, Laws, Policies Positive changes in awareness, behaviour, and common knowledge Increase in community participation and community problems are solved Members of the network could achieve more than individuals How do the interventions address the target Through direct advocacy to people in position of influence such as leaders, policy makers, decision makers Share the material to population in general and or specific population (students, Gay and TG Groups, etc) Strengthen the capacity of community groups to identify and address their problems Through coordination, collaboration and cooperation
  14. 14. Training Module on Networking and Advocacy for Local CBOs 2012 13 Handout - Module 5 Case Studies Advocacy 1. Goal: Transgender Persons receives free medical treatment There are many TG who come and stay in Jogjakarta. Most of them work in an informal sector with a very low income. In addition, none of them has free local health insurance provided by the local government. The reason they dont have a free local health insurance is because they are not from Jogjakarta and that they don’t have a local ID. Therefore, Yayasan Kebaya, a TG NGO in Jogjakarta, advocated to the Local Government to make sure that the TGs in Jogjakarta have a local ID, and succeeded. Furthermore, Yayasan Kebaya also advocated to the Social Welfare and Health Department so that the TGs with local ID can have a free access to the local health services through Local Health Insurance including social aid for those who are eligible. 2. Goal: Friendly services toward MSM and TG One of the HIV patients in one of the hospitals in Jakarta received treatment related to co-infection namely condyloma. Instead of giving the patient the treatment he deserved, the nurse discriminated the patient and told him that he deserved the infection because he used his “bottom” carelessly. The patient felt offended and reported the case to the local CBO that worked for Gay, TG and HIV in Jakarta. A team from the CBO had a discussion with the Manager of the hospitals. The main point that they discussed was that public service provider should be friendly and hospitable towards all the patients without having to discriminate them based on their backgrounds or sexual orientation. Health care provider must also respect the values of each and every patient. As a result, the manager of the hospital agreed to give a much deserved service to each and every patient, including Gay and TG patients. After all the staff at the hospital and their allies understand more about Gay and Transgender and that all patients have equal rights towards health care provider, there were no more discrimination or stigmatization including an unfair treatment towards the patient, especially patients who were Gay and Transgender. IEC In East Timor, back in 2007, in one of the catholic high schools, there were few male students who started to openly claim themselves as “gay”. In addition, there were also students both male and female, whom the principal thought starting to have a “non-healthy relationship”; in a sense that they started to involve in an unhealthy sexual relationship, especially the second and third year students. By unhealthy, the Principal meant an “un-safe” sexual relationship. His
  15. 15. Training Module on Networking and Advocacy for Local CBOs 2012 14 concerns became real when there were two female students, one is from the second year and the other one is in her third/final year. The two students were suspended and dropped out of school before the final exams. Because of this, the Principal thought that it might be a good idea to invite a health focused organization to come to the school and give a workshop by delivering information regarding a healthy sexual relationship to the students. One of the Health focused NGOs finally came to school and had a discussion with the students regarding “safe-sex”, but they focused more on the use of condoms and how to prevent an unwanted pregnancy. Not only that, but also to prevent the students from getting and/or transferring sexually transmitting diseases. This workshop was very helpful because a few months after that discussion, there were no news about students getting pregnant until they finish their high school which was a good outcome of the workshop. It was indeed a very informative and educative informations the fact that some of the parents do not really talk about those issues mentioned above with their children, as it is culturally seen that, sex before marriage is seen as something wrong and sinful. Community Mobilization - Mobile clinic activity  CBO gathers community in one location where services will be provided (SRH, VCT) - IDAHO celebration  a group gathering (community, sympathizers) that cares to do a peace gathering and socialize to put an end to stigma and discrimination against homosexuals - Community campaigns - Promotion regarding SRH test, VCTs thru social media that organized by CBOs Networking and Partnership 1. Before 2007, in Indonesia, there were many MSM, TG and HIV CBOs that were established. However, these organizations worked for their own program without any coordination. This created few conflict in the field and caused the bargaining between the stakeholders decrease because each of these CBOs dealt with issues in the community based level. Therefore, based on the issues above, it was suggested that these organizations had to work together under the same “umbrella”. Thus, they estalished GWL-INA as a coordinator between MSM, TG and HIV CBOs in Indonesia as well as sharing information between the members. GWL-INA became stronger and broader. They even had a more powerful influence of bargaining in program related to MSM, TG and HIV.
  16. 16. Training Module on Networking and Advocacy for Local CBOs 2012 15 2. There are some CBOs in Jakarta who do the outreach program for MSM and TG to cooperate and colaborate with the hospitals, local health care provider and health clinics. CBOs will refer to the community to do a check up and treatment to Sexually Transmitted Diseases including HIV test. For each individual, especially MSM and TG patient who are infected by HIV, the health care providers will refer them to the local CBOs who focus their work more on MSMs and TGs or to and TGs support group.
  17. 17. Training Module on Networking and Advocacy for Local CBOs 2012 16 Module 6: Introduction to Effective Advocacy Key Learning Outcomes  Define effective advocacy.  Share stories of successful advocacy initiatives that they were a part of or they know of.  Describe the elements of a successful / effective advocacy.  Determine the steps of conducting effective advocacy. Propose a list of do’s and don’ts in doing advocacy work. Time 45 – 60 minutes Tools / Slides  Slide presentation on Steps of Conducting Effective Advocacy  Meta cards, pentel pens and scotch tape  White board and marker  LCD and laptop  Workshop guide questions Process 1. Start the session by asking the participants to think of the first word or words that come to their mind when they hear “effective advocacy”. 2. Ask them to write this on a meta card and post their response on the board. 3. Summarize the key words to describe effective advocacy and introduce the next activity. 4. Workshop on Effective Advocacy (15 minutes): a) Divide the participants into groups of 5-7 (depending on the total number of participants) and ask them to assign a document or and a facilitator. b) Based on the case studies presented in the previous session c) Answer the following questions: - What was the advocacy all about? - Who were involved? - Why did you say that the advocacy was effective? d) The group presents their output during the plenary. e) The facilitator synthesizes the activity by highlighting the elements of effective advocacy. 5. The facilitator then shares the steps in conducting effective advocacy. 6. The session ends with a relay game (ensure equal number of participants in each team) on the Do’s and Don’ts in Conducting Advocacy. The facilitator ensures that all participants score the correct answers. The team with the highest correct answers will be given a prize.
  18. 18. Training Module on Networking and Advocacy for Local CBOs 2012 17 Note for facilitators Although most of the topic content would be drawn out from participants, the facilitator still needs to prepare for the elements of Effective Advocacy and the Do’s and Don’ts in conducting Advocacy. Elements of Effective Advocacy: 1. Rights - Participation - Development - Non-discrimination 2. Information - Information is power. Those who are well-informed are empowered. 3. Voice - With information, support and resources, people are their own best advocates. To really have a voice, people need the opportunity to say it “their way” to someone who really listens and can do something about it. 4. Inclusion - When everyone who cares or should care has a voice, better decisions will be made. Inclusion is not just inviting people to the table – it is about genuinely welcoming and considering their point of view, regardless of their title or status.
  19. 19. Training Module on Networking and Advocacy for Local CBOs 2012 18 Module 7: Steps for Advocacy Planning Key Learning Outcomes  Participant ability to enumerate and explain 8 steps in advocacy planning  Ability to understand the 8 steps in advocacy planning  Appreciate the advocacy framework by simulating 8 steps in advocacy planning Time 2 hours Tools / Slides Handout of case studies 32415&sec=nation transsexual-to-appeal-court- decision?n=sea&nm=Transsexuals+in+Malaysia film-festival-to-only-release-daily-schedules-due-to-security- concerns com/10948551.html Metacard Powerpoint Presentation Process  Facilitator introduces the 8 advocacy planning steps  Divide the participants into 2-3 groups (depends on how many participants are there)  Facilitator provides case studies (which will be handed to the participants)  The participants analyze/answer to the case studies based on the 8 steps of advocacy planning.  Process the answers of the case studies exercise.  Specific exercise on identifying allies, targets, and resources - Divide the group into 3 - Using the matrix on pg.27 in book 2 of the APCASO Advocacy Toolkit - First group will map out the targets - Second group will be doing the mapping for the allies - And third group will map out the resources
  20. 20. Training Module on Networking and Advocacy for Local CBOs 2012 19 - Report back, discussion and critique. Note for facilitators  Enough handouts for the participants  The facilitator can change the order of the 8 steps as needed
  21. 21. Training Module on Networking and Advocacy for Local CBOs 2012 20 Handout – Module 7 Stakeholders Analysis Stakeholder Very supportive Supportive Neutral Opposed Very opposed 8 Steps of Advocacy Step 1 •Select an issue or problem you want to address. Step 2 •Analyse and gather information on the issue or problem. Step 3 •Develop an aim and objectives for your advocacy work. Step 4 •Identify your targets. Step 5 •Identify your allies. Step 6 •Create action plan. Step 7 •Identify your resources. Step 8 •Implement, monitor and evaluate.
  22. 22. Training Module on Networking and Advocacy for Local CBOs 2012 21 Module 8: Advocacy Action Planning Key Learning Outcomes Differentiate the following terms: aim, objective, indicator. Formulate advocacy action plan. Time 1.5 – 2 hrs Tools / Slides Slide presentation on Definition of Terms, Advocacy Action Matrix, Sample Advocacy Action Plan LCD and laptop Template for Advocacy Action Plan Process 1. Connect the session with the previous module (Steps in Advocacy Planning). Explain that the identified advocacy issues will be the anchor for this session. 2. Ask participants to mention the identified issues and write them on a meta card – one issue per card. Post them on the board. 3. Introduce the Advocacy Action Plan template highlighting the different terminologies such as goal, objective, activity, actors/organizers, target audience, success indicators, schedule/timeframe, and resources. 4. Give each participant the “Mix and Match” (bingo) game card. 5. Ask them to answer quietly/on their own the game card for 5 minutes. 6. The facilitator then flashes the correct Mix and Match answers on the screen. 7. Assess how the participants faired in the game. Ask also the participants which term they had difficulty the most. The facilitator needs to explain the difficult terms further. 8. Divide the participants into groups of 4-6. Introduce the next activity: Workshop on Advocacy Action Planning. 9. Assign the groups to specific issues posted on the board earlier. Instruct them to fill out the advocacy action template. The group will work on the template for 30 minutes. 10. Plenary and critiquing of group outputs. 11. End the session by summarizing the important points and suggestions from the critiquing as well as emphasizing the application of the knowledge and skills in advocacy action planning in their respective CBO in future advocacy initiatives.
  23. 23. Training Module on Networking and Advocacy for Local CBOs 2012 22 Note for facilitators Emphasis on the formulation of SMART objectives. Stress the importance of identifying allies and foes in any advocacy issue. Remind participants that the session is to build their capacities in formulating advocacy action plan and not really coming up with a doable advocacy action plan for their organization.
  24. 24. Training Module on Networking and Advocacy for Local CBOs 2012 23 Handout – Module 8 Advocacy Action Plan Issue: Advocacy Goal / Aim: Advocacy Objective #__: Advocacy Objective #__: (insert additional rows if needed) Activities Action/ Organizers Target Audience Success Indicators Schedule / Timeframe Resources Needed
  25. 25. Training Module on Networking and Advocacy for Local CBOs 2012 24 Answer – Module 8 “Mix and Match” Game Card Success Indicators % reduction in the prevalence of HIV An ordinance is passed to allow sauna owners to dispense condoms Issue Increasing HIV infection rate among MSM and TG High HIV/AIDS prevalence rate among young local MSMs Objective To develop press releases to increase the awareness of the general public on the situation of HIV/AIDS in the country To enhance the skills of the CBOs in developing advocacy plans Activity Face-to-face meeting with the police HIV/ADIS awareness campaign Skills training for CBOs Target Audience Parliament members Policy makers Police General Public Actors/Organizers CBOs Country Coordinating Mechanism Other NGOs Media General Public Aim/Goal To reduce the vulnerability and risks of MSM and TG to HIV/AIDS To reduce the impact of HIV/AIDS to the lives of MSM and TG populations Resources Man Machine Money Method Timeframe/Schedule 3 months Monthly Yearly December 5, 2012
  26. 26. Training Module on Networking and Advocacy for Local CBOs 2012 25 Module 9: Advocacy Action Tools Key Learning Outcomes  Participant to be able to apply advocacy evidence in actual setting 9.1: Evidence Based Advocacy Policy Time 1 hour Tools / Slides Handout of the Case Studies Malaysia Case study 32415&sec=nation Indonesia Case Study film-festival-to-only-release-daily-schedules-due-to-security- concerns Philippines Case Study against-discrimination-passed Timor Leste Case Study (to be provided) Work Sheet Power Point Presentation Process  The Facilitator divides the board into two and writes down the words “Evidence” and “Documentation”  He/she then elicits from the participants the first word that comes into their mind when they hear those words. This should be done in 5 minutes  The definition of “Evidence” and “documentation” is then flashed and the facilitator asks the participants if they agree on the definition.  The facilitator then breaks into groups consisting of 4-5 participants per group  Each Group is given with a case study  Worksheet are given to each groups to fill in their answer  Presentation and critiquing Note for facilitators Enough handouts according to the country’s holding the training and worksheets to participants For the worksheet, participants only work/answer on the step one Facilitator stresses the importance of evidence-based documentation when the participants fill in information on the worksheet
  27. 27. Training Module on Networking and Advocacy for Local CBOs 2012 26 Handout – Module 9.1 Policy Paper Worksheet1 Step 1 - Know your issues, goals, supporters and opposition (Working through this worksheet will help you fully understand your issue/problem and start to identify stakeholders.) Issue/Problem: ______________ Setting _________________ Population ________________ 1. What is the extent of the issue/problem? (How many people and/or system does it affect?) 7. What needs to be done about it? 2. Why is it an issue/problem? 8. What is your goal(s)? 3. What has contributed to the development of the issue/problem? 9. Who else thinks this is an issue/problem? 4. How long has it been an issue/problem? 10. Who might support you or have similar perspective on this issue/problem? 5. What has been done to try and resolve the issue/problem in the past? Are there policies that specifically target this issue? 11. Who might oppose, object or have a different perspective on this issue/problem? 6. What could happen if this issue/problem is not dealt with? In one sentence, describe, in a bit more detail, your issue and how you would like to see things change. 1 Taken from Prof. Willy B. Carada’s DM 200 Class, University of the Philippines Los Baňos
  28. 28. Training Module on Networking and Advocacy for Local CBOs 2012 27 Step 2 - Identify and engage stakeholders and develop networks When moving forward on an issue/problem there is certain people or organization that you may want to involve. Brainstorm, using this worksheet, as to who this might be. Issue/Problem: __________________________________________________________________ 1. Who are your potential partners on the issue/problem? 3. Who is going to benefit from or be affected by this issue/problem (e.g., single parent, those on low incomes, seniors, farmers, etc.)? 2. Who has been—or is now – involved in similar issues/papers? 4. Who are the key stakeholders – in government and in the community – for this issue/problem? Step 3 – Know the policy process, policy tools and public policy makers. (Knowing the policy process, policy tools and public policy makers is essential when trying to move your issue/problem forward. Use this worksheet to help you brainstorm.) Issue/Problem: __________________________________________________________________ 1. Which level of government is involved in the issue/problem? 4. Who are the key stakeholders-in government and in the community – for this issue/problem? 2. What departments are involved or have something at stake 5. What are the possible policy tools you could use to address the issue/problem? 3. Which elected officials are involved and where do they stand on this issue/problem?
  29. 29. Training Module on Networking and Advocacy for Local CBOs 2012 28 Step 4 – Logic Model Development Program Planning Template Definition of Terms 1. Problem Statement – Describe the problem(s) your program is attempting to solve or the issue(s) your program will address 2. Community Needs/Assets – Specify the needs and/or assets of your community that led your problem(s) or issue(s) 3. Desired Results (Outputs, Outcomes, and Impacts) – Identify your desired results, or vision of the future, by describing what you expect to achieve, near or long term, if your program is funded 4. Influential Factors – List the factors (e.g. protective or risk factors, existing policy environment or other factors) you believe will influence change in your community. 5. Strategies – List general, successful strategies or “best practices” your research identified that have helped communities like your achieve the kinds of results your program promises. 6. Assumptions – State the assumptions behind how and why the identified change strategies will work in your community (e.g. principles, believes, ideas) Strategies Assumptions Problem or Issue Community Needs/Assets Influential Factors Desired Results (outputs, outcomes, and impact) 1 3 65 2 4
  30. 30. Training Module on Networking and Advocacy for Local CBOs 2012 29 Example of Worksheet 4 – Logic Model Development Program Planning Template  Create a free clinic staffed primarily by volunteers physicians, nurses, and pharmacists as in anywhere, USA  Ask doctors to see patients for free in their own practices/Columbia, SC Strategies  Mytown has a history of successful volunteer programs  The Medical Society will encourage volunteers and provide on-going support  The clinic can find and operate in donated space  The hospital will support a free clinic to improve patient health and to save money Assumptions  Increased #’s of uninsured workers  Local plant closings limit jobs  Costs of uninsured ER care are rising  Hospitals cannot fund free ER care forever Problem or Issue Community Needs/Assets  Chamber predicts increase in # of small business unable to offer employee health insurance  There is a strong community support for a free clinic generated by the Uninsured Task Force  3 major corporate leaders have expressed interest in a free clinic Influential Factors  Increased access to affordable health care for uninsured Mytown residents  Create free clinic to offer affordable health care + education  Decrease # of uninsured patients seeking care in ER  Increase # of uninsured patients with a medical home Desired Results (outputs, outcomes, and impact) 1 3 65 2 4
  31. 31. Training Module on Networking and Advocacy for Local CBOs 2012 30 Step 5 – Prepare a policy/program implementation template Logic Model Development Program Implementation Template Resources Activities Outputs Short and Long- Term Outcomes Impact In order to accomplish our set of activities we will need the following: In order to address our problem or asset we will accomplish the following activities: We expect that once accomplished these activities will produce the following evidence or service delivery: We expect that if accomplished these activities will lead to the following changes in 1-3 then 4-6 years: We expect that if accomplished these activities will lead to the following changes in 7-10 years: Step 6 – Prepare an M&E Framework Logic Model Development Program Implementation Template Focus Area* Question Indicators Means of Verification *Influential factors, resources, activities, outputs, outcomes and aspects
  32. 32. Training Module on Networking and Advocacy for Local CBOs 2012 31 Module 9: Advocacy Action Tools Key Learning Outcomes  Understand different forms of media  Appreciate the appropriateness of different forms of media in advocacy work  Develop messages for radio/TV and tweet/text (SMS)  Write a letter to the editor 9.2: Media Advocacy Time Knowledge (1 hr.), Skills (1 ½ hr.) Tools / Slides  Hand-outs (Press release)  Matrix (power point presentation) Process Knowledge 1. Divide the participants into 3 task groups (depending on the number of participants 2. The group will assign a facilitator and a documenter 3. Participants will answer the following questions: - What kind of media that they know of? - What have they used in your advocacy work? - How helpful media in your advocacy work? 4. The group will present the output to the plenary 5. Facilitator will present different types of media 6. In a matrix, the participants will discuss the pros and cons of different forms of media Skills 1. The group will be divided into 3 task groups: (1) Letter to the editor, (2) Radio and (3) Tweets/Comments/Text 2. Based on the case, how do you maximize media in your advocacy? 3. The output will be presented in the plenary, the group will critique/feedback to the presenters 4. Facilitator provides inputs to the group and synthesize the discussion Specific instructions to the task group: Group 1: Letter to the editor The group will present the letter in the plenary Group 2: Radio - Based on the case and knowing that there is a discussion on the topic
  33. 33. Training Module on Networking and Advocacy for Local CBOs 2012 32 - You will be task to prepare a message that you want to convey based on the case Group 3: Tweet, Comments or text - Based on the case, write a comment on issue/topic on tweeter/comment/text - Present the different comments/text in the plenary Note for facilitators - Present different forms of media for advocacy - Facilitator will serve as a resource person to assist the task group in the assigned work. - Facilitator must be able to elicit tailored messages targeted at specific audience
  34. 34. Training Module on Networking and Advocacy for Local CBOs 2012 33 Handout – Module 9.2 Press Release (to be determined by Program Managers)
  35. 35. Training Module on Networking and Advocacy for Local CBOs 2012 34 Module 9: Advocacy Action Tools Key Learning Outcomes Appreciate the art of advocacy. Describe the qualities needed by an advocate. Provide tips/guidelines for effective communication skills for advocates. Identify and select appropriate methods to convey advocacy message. Demonstrate effective communication skills in advocacy. 9.3: Advocacy Communication Skills Time 2.5 hours Tools / Slides Slide presentation on Advocacy Communication Skills LCD and laptop Case Studies Instructions for Practicum / Role Play Process 1. The facilitator introduces the session objectives. 2. He/She then presents the slides on Advocacy Communication Skills. Allow participants to interact / clarify / share their views and opinions. 3. After the slide presentation, the facilitator informs the participants that they have to translate the inputs into practice through a role play. 4. The participants will be divided into 2 groups and assign them to a case study where they will play the role of advocates. Allow 30 minutes for each group to develop their advocacy communication plan: a) Clarify the issue in the case study. b) Gather evidences. c) Set advocacy objective. d) Choose your target audience. e) Select your advocacy tool / method. f) Develop your advocacy message. g) Present in a role play. 5. After the groups have formulated their respective advocacy communication plan, allow the first group to present first their role. The other group will play as the aggrieved sector / community which the advocates are fighting for while the training team will act as the stakeholder / target audience. 6. After the first group completed their role play the second group will follow. The first group will now become the aggrieved sector / community and the training team remains to be the
  36. 36. Training Module on Networking and Advocacy for Local CBOs 2012 35 stakeholders / target audience. 7. Process the activity. Ask the following questions: a) Were the advocates effective? b) What made them effective? c) Any areas for improvement for both groups? d) What are your insights / lessons learned? 8. End the session by giving words of affirmation to the efforts of the groups. Note for facilitators Select case studies that participants can relate easily. Encourage groups to choose advocacy methods / tools on their own. Emphasize that there are various methods / tools to convey advocacy message and appropriateness to situations or stakeholders is important.
  37. 37. Training Module on Networking and Advocacy for Local CBOs 2012 36 CASE STUDY 1 – Module 9.3 Source: THERE ARE INDICATIONS RISING NUMBER OF SEX WORKERS AT SEA GAMES SEP 28, 2011 Health Palembang, Prediction of increasing sex trade in Kilkenny during the Sea Games event in November is not too surprising. Let alone an international event, on the mat PON 2004 alone already increases were 2-fold. AIDS Commission (NAC) of South Sumatra Province noted, carpet PON (National Games Week) in Kilkenny a few years ago considerable influence the increase in sexual transactions. Though this event did not involve strangers. This increase was observed from the high distribution and use of condoms in high-risk groups, including sex workers, homosexuals and transvestites. Compared to a typical day are only 25 thousand condoms / month, during the last PON figure rose to 50 thousand condoms / month. Sea Games which will be attended by more people from different countries and cultural backgrounds would give greater influence. AIDS Commission (NAC) estimates of South Sumatra Province, the increase will be higher than when the PON. “Indeed, there are already indications of increasing numbers of sex workers. It is observed from our assisted communities,” said Manager Program KPA South Sumatra Province, Agusdin when met at his office, Jl. Capt. Anwar Sastro, Palembang, on Wednesday (28/09/2011). Regardless of whether or not legal sex trade, the KPA warned of high risk occurrence of transmission of genital infections. The impact is felt not only did it alone, but can also infect the family when I go home and regroup with a legitimate partner. Agusdin said KPA had no authority to restrict the sex trade because it’s not working areas. However, it is obliged to anticipate the impact, among others, by increasing condom distribution in high-risk places such as hotels and guesthouses. The refusal of many among the anti-condom really realized by the KPA, but Agusdin said it was not will dampen the performance of the KPA. Distribution of condoms as contraceptives and protection from infections transmitted will still be performed. As a long-term solution, Agusdin agree that a healthy sexual behavior in the sense that only officially done with a partner should take precedence. Surely not enough just to counseling, but slowly also leads to pimping for entrepreneurship. Related high rejection of the condom campaign, Agusdin assess the lack of community understanding of the factors of HIV / AIDS greatly inhibited. In addition, media coverage is sometimes too corner of marginalized groups (marginalized) also maintains a negative stigma about condoms. “For example, the media immediately write South Sumatra providing sex workers for the Sea Games event, just because we say the distribution condoms increased. Sadly, because of the increased distribution of condoms is not always a bad thing. It could also be interpreted positively, for example awareness to protect themselves from genital infections not to increase“ complained Agusdin.
  38. 38. Training Module on Networking and Advocacy for Local CBOs 2012 37 CASE STUDY 2 - Module 9.3 Source: GUIDELINES TO IDENTIFY GAY AND LESBIAN SYMPTOMS PUBLISHED 2012 Kuala Lumpur - The Education Ministry had endorsed “guidelines” to help parents to identify gay and lesbian “symptoms” in their children so they can take early corrective measurements. The guidelines list four symptoms each of gays and lesbians: Symptoms of gays: ▪ Have a muscular body and like to show their body by wearing V-neck and sleeveless clothes; ▪ Prefer tight and light-colored clothes; ▪ Attracted to men; and ▪ Like to bring big handbags, similar to those used by women, when hanging out. Symptoms of lesbians: ▪ Attracted to women; ▪ Besides their female companions, they will distance themselves from other women; ▪ Like to hang out, have meals and sleep in the company of women; and ▪ Have no affection for men. “Once the children have these symptoms, immediate attention should be given,” the guidelines warn. According to Sin Chew Daily, the guidelines published by Yayasan Guru Malaysia Bhd and Putrajaya Consultative Council of Parents and Teachers Associations, and endorsed by the Education Ministry, were launched during a seminar in Penang yesterday. The seminar on “Parenting in addressing the issue of LGBTs (lesbians, gays, bisexuals and transgenders)” was organized by Yayasan Guru Malaysia Bhd and officiated by Deputy Education Minister Mohd Puad Zarkashi (right). Penang is the fourth state to hold such a seminar, after Selangor, the Federal Territory of Kuala Lumpur and Perak, and yesterday’s seminar in Penang was the 10th in the country. Puad is quoted by Sinar Harian today as saying that the exposure of symptoms of gays and lesbians was the best approach to address the spread of such unhealthy phenomenon among students. “Youths are easily influenced by websites and blogs relating to LGBT groups. This can also spread among their friends. We are worried that this happens during schooling time,” Puad told some 1,500 teachers and parents. The guidelines were distributed to all those who attended the seminar. In an immediate response, UMNO Youth Chief Khairy Jamaluddin sent out this tweet message: “I wear fitted, v-neck t-shirts. I’m okay.”
  39. 39. Training Module on Networking and Advocacy for Local CBOs 2012 38 Module 10: Definition of Network and Networking and its Benefits Key Learning Outcomes  Arrive at a working definition of “network” and networking  Understand the benefits of networking Time 1 ½ hours Tools / Slides Handout of the definition String/yarn Powerpoint presentation Process  Facilitator throws a bundle of string/yarn to each and everyone in the session; then whoever catches the string/yarn would say a word that comes to their mind about “network/networking”  Facilitator together with the participants re-arrange the words to make a definition  Then, the facilitator comes up with the definition of network/networking  After that, the facilitator would divide the participants into three different groups: - Internet based group: Facebook & Twitter - Mobile apps group - Face to face group  Questions to be asked by the facilitator: - Why do they use these networks? - What do they do in/with these networks? - Why is network important for the organization/work? - What are the benefits through networking?  The participants will share their answers, and then, the facilitator will give the handouts  To summarize the session, the facilitator will provide a summary sheet of the clear definition and benefits of network and networking Note for facilitators Facilitator needs to play an active role in eliciting participants’ opinions on definition of networking, and think BEYOND definition (values, strength, etc). Discussion will lead to BENEFITS of networking. Facilitator can read more on network and networking in
  40. 40. Training Module on Networking and Advocacy for Local CBOs 2012 39 Handouts – Module 10 WHAT ARE THE BENEFITS OF NETWORKING? Many of us are involved in HIV/AIDS network because the problems that we are trying to address are too large for us as individuals or organizations to face on our own. We need help, we need encouragement, and we need to feel that we are not alone. Yet it is not for moral and psychological support that we seek out others engaged in similar pursuits? The ethical, technical, and managerial demands of the challenges of HIV and AIDS are on such a scale that we can only address them by cooperating with each other as much as possible. Networking is a means of securing greater national, regional or international cooperation which can strengthen the impact of activities carried out by community-based organizations. To use a fashionable term, networks have a ‘synergistic effect’. Synergy means that the total effect of things done together is greater than the sum of individual activities. Successful networking helps to:  accomplish something together which you could not accomplish alone;  strengthen advocacy;  influence others inside and outside the network;  broaden the understanding of an issue or struggle by bringing together different constituencies;  share the work;  reduce duplication efforts and wasting resources;  promote the exchanges of ideas, insights, experiences and skills;  provide a needed sense of solidarity, and moral and psychological support; and  under certain circumstances, mobilize financial resources.
  41. 41. Training Module on Networking and Advocacy for Local CBOs 2012 40 Module 11: Challenges And Building And Sustaining A Network Key Learning Outcomes Identify the challenges in networking. Share insights on the challenges within the network that may hinder effective advocacy. Propose solutions to address challenges in networking and working within the network/s. Recommend ways to build and sustain a network. Appreciate the value of building and sustaining a network. Time 2 hrs Tools / Slides  Slide presentation on Challenges of Networking and Within the Network and Building and Sustaining a Network  LCD and laptop  Instructions for the Bottle in a Magic Carpet Ride  White board and marker  Meta cards, pentel pens and scotch tape Process 1. Start the session with the Game: “Bottle in a Magic Carpet Ride” (refer to instruction). 2. Process the activity (Debriefing). a) The facilitator asks the observers to report on what they saw and heard. The facilitator writes the observations on the board under the column “Observations”. b) The facilitator then asks the participants how they feel after the game and writes the responses on the board under the column “Feelings”. c) The facilitator probes further on the feelings of participant by asking why they felt that way. d) The facilitator then asks for participants’ insights on the game and writes the responses on the column “Insights”. e) The facilitator then asks if similar situation is happening in real life. If the participants answered yes, allow them to elaborate. f) Other probing questions will include: “What went well?”, “What went wrong?” g) The facilitator also solicits the lessons learned of the participants from the game and writes the responses under column “Lessons Learned”. 3. The facilitator then connects the game to the challenges of networking and challenges within a network. 4. After the participants identified the challenges, ask them to write in meta cards their suggestions on how to address these
  42. 42. Training Module on Networking and Advocacy for Local CBOs 2012 41 challenges and post them on the board. Summarize the suggestions in a PowerPoint presentation. 5. The facilitator then presents the slide presentation on Building and Sustaining a Network. Allow participants to clarify and share their ideas. 6. End the session by highlighting the achievement of learning outcomes. Note for facilitators Assign observers and saboteurs (discretely) in the game. Depending on the facilitator, he/she may assign somebody to write on the board the responses of participants while processing / debriefing the game. Conscious effort to relate the game to networking and its challenges.
  43. 43. Training Module on Networking and Advocacy for Local CBOs 2012 42 REFERENCES Advocacy Toolkit, Advocacy from the Ground Up: A Toolkit for Strengthening Local Responses; APCASO 2008 Advocacy in Action: A Toolkit to Support NGOs and CBOs Responding to HIV/AIDS; International HIV/AIDS Alliance 2002
  44. 44. Training Module on Networking and Advocacy for Local CBOs 2012 43 For further information contact: ISEAN Secretariat Jl. Tebet Dalam 1, No. 33, Jakarta Selatan, 12810 DKI Jakarta Indonesia +62 21 40838094 @isean_asia